Parent Resources: Credentialed teacher, homeschool parent and reading specialist Jill Sousa offers articles, teaching strategies, curriculum and guidance for parents that would like to improve their children's reading and writing.

Tuesday, November 27, 2012

Top Ten Small Group Reading Strategies for Kids

1. Read AloudAfter developing a schema and background, introduce key vocabulary in an interactive and visual way. Have children practice oral vocabulary. Then read the text aloud to the students. You may choose to read through the entire text the first time for continuity. Stop to ask questions when needed during the second and subsequent readings. When reading narrative texts, ask students to predict what they think will happen next. ELLs should have other ways to show what their predictions are, especially if they are not yet orally proficient in the language being used. As you encounter words you think students do not understand, provide pictures, translations or definitions as needed. Read Aloud is a good way to familiarize students with the text to prepare them for other kinds of reading. Reading Aloud exposes students to text that is too difficult for them to read independently and provides a model for pronunciation, phrasing and expression. Be sure to read expository passages aloud as well as children’s literature. 2. Choral Reading Students each have their own copy of a text, and all read aloud together. Start with short, interesting passages. The teacher can stand in front of the class to lead choral reading. Students can also lead if they are comfortable doing so. When reading dialogues, plays or stories with dialogue, different groups often read different parts of the text. Assessment suggestions: After students are comfortable with a text, have a student-lead the choral reading while you walk around the room, standing behind individuals as they read. Note their progress on self-stick notes for individual folders or on class checklist. This strategy helps children become more fluent and confident readers.3. Paired Reading Paired reading is an enjoyable way for two students to complete a reading assignment or share a story. The students might go into the hall or designated spot and take turns reading. They can decide themselves how they will divide the tasks. Some pairs choose to alternate after every page, some choose to alternate after each paragraph, etc. One reads and the other follows along, supporting each other as necessary. Generally, students of similar reading ability are paired together. Sometimes a more competent reader is paired with a less competent one, and the more able reader reads aloud and the less able follows along. This enables the less able reader to follow the text visually with little or no pressure. 4. Reciprocal / Paired Reading In this form of paired or group reading, four readers participate in a discussion about the text. Each person has one of four roles (Asks a Question; Predicts what will happens next; Clarifies something that was unclear to the group, or Summarizes the short passage that was just read) that he or she fulfills for a particular passage they have just read together. The students switch cards (roles) and then read the next section of the texts, perform their new role, switch cards and so forth until they complete the reading assignment. Students learn and practice the strategies of summarizing, predicting, clarifying and question-generating. This reading structure can be used for fiction and nonfiction texts.

5. Jigsaw Reading.The teacher divides a long reading section into sections. One or two individuals in a group read each section and prepare to retell the information in the passage to the group. When the group meets, each individual tell or teaches the group about the section he or she read. The teacher uses a “group quiz” or the numbered heads together” cooperative learning structure to ensure group responsibility for the content and to assess comprehension. Each group can be given a graphic organizer (on large chart paper or a transparency) to fill out as they prepare their section of the reading to present to the class.

6. Content RapsRead aloud an important passage from a content-area text with important new concepts. Using the overhead projector or chart paper, discuss ways to unlock meaning from the text. Ask students to help you develop sentences with key principles and main ideas. Add elements or rhyme, rhythm and repetition and/or try putting short passages into jazz chants or raps. Ask students to reread entire passage to acquire supporting details.7. Echo Reading This is another way to help children develop confidence and fluency. Read aloud a line of text. Ask a student to read the same line. With young children, point to the line of text as you are reading and encourage the child to do the same. Continue taking turns reading and rereading same lines. When the child begins to read with more expression and fluency, suggest that she/he read aloud on her/his own. This strategy can be used with expository texts as well as literature. 8. Intensive Reading: Marking a Text Students read and mark a short text (or use post-its) for a specific purpose, e.g. “underline the words in this paragraph that you are not certain about.” The purpose is to assess and then teach vocabulary. After discussing and resolving questions regarding the first marking, students read and mark for other purposes and discuss, e.g. “Circle the key words or phrases you will use to summarize this passage”. Purpose: to practice summarizing, paraphrasing and outlining of nonfiction texts].9. Independent Choice Reading Students are taught how to choose books at their independent reading level or are given interesting and appropriate books and are provided with time for sustained silent reading and time to conference individually with the teacher. Teachers and students should keep track of the books they are reading, and teachers should keep a small reading notebook on each child where they record information they learn about the child during their periodic reading conferences (informal running records, student comments and goals, retelling list of books read, child’s interests, etc.).The teacher should date every entry.10. Guided Reading The teacher works with a small group of students who have similar reading processes. Books are carefully leveled. Teachers select and introduce new books and support students as they read the whole text to themselves. Teachers typically use many pre-reading strategies such as a picture “walk-through” of the book, previewing vocabulary and key ideas of the text, etc.) Based on close observation of students’ reading, teachers make relevant teaching points during and after reading.

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About Me

My professional background lies in elementary education. I hold a multi-subject elementary teaching credential from Concordia University and a master's degree in elementary education (emphasis in reading and writing) from Walden University. I am currently a homeschooling mother of 2 girls and owner/operator of Arden Reading Academy (reading/writing tutoring). During my spare time, you can either find me gardening or out riding the trails on my white Arabian horse, 'Amirah' (Arabian for "princess," which she most certainly is!).